Dark Skies Rangers School Outdoor Lighting Audit LEVELS Grades 6 - 12 SUBJECT Mathematics, Economics, Astronomy, Environmental Studies CONCEPTS • Energy-efficient lighting fixtures • Energy conservation • Cost of electricity APPLICABLE NATIONAL STANDARDS National Math Standards: • Standard 1: Mathematics as Problem Solving • Standard 2: Mathematics as Communication • Standard 3: Mathematics as Reasoning • Standard 5: Algebra • Standard 6: Functions SKILLS • Addition, subtraction, multiplication, and division • Compiling lighting energy and cost data • Drawing a plan for the outdoor building lighting • Critical thinking • Problem solving • Creating and giving presentations OBJECTIVE Calculate the feasibility of replacing older, less efficient outdoor lighting with new lamps and fixtures that are more efficient and cost less to operate. MATERIALS (per student group or student) • Pencil, paper, and a ruler • Tape measure • Student Guide Primers: -- All About Energy -- Lighting Technology Overview • Worksheet • Vocabulary
Transcript
Dark Skies Rangers School Outdoor Lighting Audit
LEVELS1113099 Grades 6 - 12 SUBJECT Mathematics Economics Astronomy Environmental Studies CONCEPTS bull Energy-efficient lighting fixtures bull Energy conservation bull Cost of electricity APPLICABLE NATIONAL STANDARDS National Math Standards bull Standard 1 Mathematics as Problem Solving bull Standard 2 Mathematics as Communication bull Standard 3 Mathematics as Reasoning bull Standard 5 Algebra bull Standard 6 Functions SKILLS bull Addition subtraction multiplication and division bull Compiling lighting energy and cost data bull Drawing a plan for the outdoor building lighting bull Critical thinking bull Problem solving bull Creating and giving presentations OBJECTIVE Calculate the feasibility of replacing older less efficient outdoor lighting with new lamps and fixtures that are more efficient and cost less to operate MATERIALS (per student group or student) bull Pencil paper and a ruler bull Tape measure bull Student Guide Primers -- All About Energy -- Lighting Technology Overview bull Worksheet bull Vocabulary
TIME Two 55-minute classroom periods one 1-hour night time session GOALS bull Provide students with tools and information they need to effectively monitor energy use within their school building bull Identify ways to save their schoolrsquos money by using energy wisely bull Understand that the information that they learn may be used to help improve the environment bull Create in students and teachers an appreciation and passion for using energy efficiently and wisely bull Assist schools in using school buildings as working laboratories for learning about energy bull Encourage schools to consider managing or retrofitting their buildings so that energy is used as efficiently and wisely as possible bull Link between energy use like lighting and electricity productions at power plant to CO2 emissions at smokestack to Greenhouse gasglobal warming
LEARNING OBJECTIVES Each student is given the opportunity to
1 Define terms associated with an energy audit eg incandescent fluorescent etc
2 Identify the components (including the types of data) to include in a school outdoor lighting audit plan
3 Prepare a school outdoor lighting audit plan 4 Conduct a school outdoor lighting audit 5 Analyze data from the school lighting audit 6 Write recommendationsimprovement options for more efficient
lighting 7 Write a school lighting audit action plan that includes
recommendations derived from the analysis of data 8 Develop the presentation materials (eg PowerPoint presentations
handouts and other visual media) that show the data analysis results and recommendations using graphs tables etc
9 Present the action plan to classmates andor administrators VOCABULARY Fixtures shielded fixtures lamp fluoresent lamp incandescent lamp etc
HOOK Tomorrow is coming soon Tomorrow we will have far less energy resources than we have today Today we can take steps to prevent depleting our energy more than is needed To do that we need your help
Student Worksheet
SCHOOL OUTDOOR LIGHTING AUDIT
You will be auditing the types of outdoor lights on one building at your school to determine how much energy those lights are using You will ultimately be making recommendations as to how your school might become more energy efficient by using a few different methods
The project is in four parts Data Gathering and Observation Plan a New Approach Compare the New Approach with the Current Situation Whatrsquos the Bottom Line Have fun as you start with Part 1hellip
Get Ready Set Go
PART 1 DATA GATHERING amp OBSERVATION Current Situation
Your teacher will place you into groups of three or four Each group picks a different building at your school to use in the lighting audit Make sure the building has more than a half dozen lights on the exterior
Measure the dimensions of the building and sketch it to scale on a piece
of graph paper Be sure to write the length and width on the sketch On your schematic of the building draw the location of the lights and
where you think the light will fall (eg on the ground) You can figure out where the light will fall by looking at the shielding (if any) and where the light is pointed
Take a picture of the fixture close enough to identify it later Identify the kind of shielding Match it to one of the pictures in the Figure
1 Identify the shape of the lamp Match it to one of the pictures in the figures
Come back at night as a group and confirm where the light falls for each
fixture Describe whether the area being illuminated is too much or too little for the task Describe if the light falls where needed or beyond where it is needed or if it is blocked by vegetation or another structure Also describe if there are overly bright or dark patches that hinder your ability to see what is around you
Record the color of the lamp (ex yellow orange-ish greenish-white
bluish whitehellip)
For every light that you see record the watts and lamp type by interviewing the buildings and grounds (facilities) staff Ask about whether the lights are on timers or on light sensors (dusk to dawn) or motion sensors If the lights are on timers then ask the staff what the approximate hours of operation are
Determine the number of hours per year that the outdoor building lights
are on (This is for all of the building lights on average)
Example For the purposes of illustrating how such a schedule might work take a hypothetical school week where the lights are on from 7 pm to 7 am Monday through Friday During school sessions the lights are on 12 hours a day for five days a week totaling 60 hours a week If your school has 10 weeks off during the summer a 2-week winter break a week off for spring break and a week off for holidays this would amount to 15 weeks a year The calculated ldquoon timesrdquo for most of the lights in this case would be as follows
(O x I) + (F x N) = Y
where O = the number of hours that the outdoor lights are on when school is in session
I= the number of weeks that the school is in session F = the number of hours the outdoor lights are on when school is not
in session N= the number of weeks that the school is not in session
AUDIT WORKSHEET
For every fixture with a particular lamp that has a particular wattage
calculate ___________ X ___________ X ___________ = ________________ of lamps wattage estimated hours power (Wbullh) used in a year of use in a year Add together the power used in a year for all the different lamps of
different wattages
Divide this yearly power in Watt-hours by 1000 to change the units to
kilowatt-hours You have determined how many kilowatt-hours or how much power has been consumed by the outdoor lights on your building
Find out from the district main office what the dollars per kilowatt-hour is
for the school This number or ration can be found on the monthly bill Do the math to determine roughly the current annual cost of operating
the outdoor lights around your building
_______________ X ___________________= dollars spent on outdoor of kilowatt-hours dollars per kilowatt-hour lights you calculated The amount of carbon dioxide greenhouse gas generated during
electricity production ranges from 14 lbs to 28 lbs per kilowatt-hour depending on whether or not the electricity is produced from coal nuclear power or hydropower Estimate the amount of greenhouse gas created when the electricity is made to power the outdoor lights around your building
______________ X 2 = __________________ of kilowatt-hours amount of greenhouse gas you calculated to power the outdoor lights Congratulations You have data that will help determine whether the lighting around your school building can be made more energy and cost effective hellip Saving the world one step at a time
DISCUSSIONS and PRESENTATIONS by Students Students discuss what they learned Start them on a discussion of the types of lighting For instance the different groups can compare the results from the different buildings audited the types of lamps and fixtures found the range of wattages how many out of all of the fixtures around the building were shielded what angles or directions were the fixtures pointed (straight up down at an angle of 45 degrees from the ground) what were the colors of the lamps In particular have the students describe the quality of lighting around the building Does the lamp and fixture light where needed How does your vision respond to a fixture that is unshielded versus shielded even though the light might fall only where it is needed (Talk about how it takes time for eyes to adjust) In terms of the calculations did the student groups have differences in the total kilowatt-hours or the cost per year or the amount of greenhouse gas and why What differences in the buildings might support the differences in the calculated results NEXT STEPS (Parts 2-4 to be written by C Walker et al) The next step will be an investigation into the appropriate lighting to replace (possibly) the existing fixtures and lamps The International Dark-Sky Association has been asked to help with the next steps which would include a lighting retrofit (or possibly a re-design) Lighting engineers first think about why you want to light an area where you want to light when you want to light how much you want to light and what kind of light you want to use (eg appropriate lamp for the task what color needed) A redesign might even change the entire configuration of where lights are placed etc Based upon the choices researched the students will then calculate the new energy expenditure similar to what was done in Part 1 The difference between the current situation and the proposed plan is then explored And a result a recommended plan of action can be proposed to the school board
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
TIME Two 55-minute classroom periods one 1-hour night time session GOALS bull Provide students with tools and information they need to effectively monitor energy use within their school building bull Identify ways to save their schoolrsquos money by using energy wisely bull Understand that the information that they learn may be used to help improve the environment bull Create in students and teachers an appreciation and passion for using energy efficiently and wisely bull Assist schools in using school buildings as working laboratories for learning about energy bull Encourage schools to consider managing or retrofitting their buildings so that energy is used as efficiently and wisely as possible bull Link between energy use like lighting and electricity productions at power plant to CO2 emissions at smokestack to Greenhouse gasglobal warming
LEARNING OBJECTIVES Each student is given the opportunity to
1 Define terms associated with an energy audit eg incandescent fluorescent etc
2 Identify the components (including the types of data) to include in a school outdoor lighting audit plan
3 Prepare a school outdoor lighting audit plan 4 Conduct a school outdoor lighting audit 5 Analyze data from the school lighting audit 6 Write recommendationsimprovement options for more efficient
lighting 7 Write a school lighting audit action plan that includes
recommendations derived from the analysis of data 8 Develop the presentation materials (eg PowerPoint presentations
handouts and other visual media) that show the data analysis results and recommendations using graphs tables etc
9 Present the action plan to classmates andor administrators VOCABULARY Fixtures shielded fixtures lamp fluoresent lamp incandescent lamp etc
HOOK Tomorrow is coming soon Tomorrow we will have far less energy resources than we have today Today we can take steps to prevent depleting our energy more than is needed To do that we need your help
Student Worksheet
SCHOOL OUTDOOR LIGHTING AUDIT
You will be auditing the types of outdoor lights on one building at your school to determine how much energy those lights are using You will ultimately be making recommendations as to how your school might become more energy efficient by using a few different methods
The project is in four parts Data Gathering and Observation Plan a New Approach Compare the New Approach with the Current Situation Whatrsquos the Bottom Line Have fun as you start with Part 1hellip
Get Ready Set Go
PART 1 DATA GATHERING amp OBSERVATION Current Situation
Your teacher will place you into groups of three or four Each group picks a different building at your school to use in the lighting audit Make sure the building has more than a half dozen lights on the exterior
Measure the dimensions of the building and sketch it to scale on a piece
of graph paper Be sure to write the length and width on the sketch On your schematic of the building draw the location of the lights and
where you think the light will fall (eg on the ground) You can figure out where the light will fall by looking at the shielding (if any) and where the light is pointed
Take a picture of the fixture close enough to identify it later Identify the kind of shielding Match it to one of the pictures in the Figure
1 Identify the shape of the lamp Match it to one of the pictures in the figures
Come back at night as a group and confirm where the light falls for each
fixture Describe whether the area being illuminated is too much or too little for the task Describe if the light falls where needed or beyond where it is needed or if it is blocked by vegetation or another structure Also describe if there are overly bright or dark patches that hinder your ability to see what is around you
Record the color of the lamp (ex yellow orange-ish greenish-white
bluish whitehellip)
For every light that you see record the watts and lamp type by interviewing the buildings and grounds (facilities) staff Ask about whether the lights are on timers or on light sensors (dusk to dawn) or motion sensors If the lights are on timers then ask the staff what the approximate hours of operation are
Determine the number of hours per year that the outdoor building lights
are on (This is for all of the building lights on average)
Example For the purposes of illustrating how such a schedule might work take a hypothetical school week where the lights are on from 7 pm to 7 am Monday through Friday During school sessions the lights are on 12 hours a day for five days a week totaling 60 hours a week If your school has 10 weeks off during the summer a 2-week winter break a week off for spring break and a week off for holidays this would amount to 15 weeks a year The calculated ldquoon timesrdquo for most of the lights in this case would be as follows
(O x I) + (F x N) = Y
where O = the number of hours that the outdoor lights are on when school is in session
I= the number of weeks that the school is in session F = the number of hours the outdoor lights are on when school is not
in session N= the number of weeks that the school is not in session
AUDIT WORKSHEET
For every fixture with a particular lamp that has a particular wattage
calculate ___________ X ___________ X ___________ = ________________ of lamps wattage estimated hours power (Wbullh) used in a year of use in a year Add together the power used in a year for all the different lamps of
different wattages
Divide this yearly power in Watt-hours by 1000 to change the units to
kilowatt-hours You have determined how many kilowatt-hours or how much power has been consumed by the outdoor lights on your building
Find out from the district main office what the dollars per kilowatt-hour is
for the school This number or ration can be found on the monthly bill Do the math to determine roughly the current annual cost of operating
the outdoor lights around your building
_______________ X ___________________= dollars spent on outdoor of kilowatt-hours dollars per kilowatt-hour lights you calculated The amount of carbon dioxide greenhouse gas generated during
electricity production ranges from 14 lbs to 28 lbs per kilowatt-hour depending on whether or not the electricity is produced from coal nuclear power or hydropower Estimate the amount of greenhouse gas created when the electricity is made to power the outdoor lights around your building
______________ X 2 = __________________ of kilowatt-hours amount of greenhouse gas you calculated to power the outdoor lights Congratulations You have data that will help determine whether the lighting around your school building can be made more energy and cost effective hellip Saving the world one step at a time
DISCUSSIONS and PRESENTATIONS by Students Students discuss what they learned Start them on a discussion of the types of lighting For instance the different groups can compare the results from the different buildings audited the types of lamps and fixtures found the range of wattages how many out of all of the fixtures around the building were shielded what angles or directions were the fixtures pointed (straight up down at an angle of 45 degrees from the ground) what were the colors of the lamps In particular have the students describe the quality of lighting around the building Does the lamp and fixture light where needed How does your vision respond to a fixture that is unshielded versus shielded even though the light might fall only where it is needed (Talk about how it takes time for eyes to adjust) In terms of the calculations did the student groups have differences in the total kilowatt-hours or the cost per year or the amount of greenhouse gas and why What differences in the buildings might support the differences in the calculated results NEXT STEPS (Parts 2-4 to be written by C Walker et al) The next step will be an investigation into the appropriate lighting to replace (possibly) the existing fixtures and lamps The International Dark-Sky Association has been asked to help with the next steps which would include a lighting retrofit (or possibly a re-design) Lighting engineers first think about why you want to light an area where you want to light when you want to light how much you want to light and what kind of light you want to use (eg appropriate lamp for the task what color needed) A redesign might even change the entire configuration of where lights are placed etc Based upon the choices researched the students will then calculate the new energy expenditure similar to what was done in Part 1 The difference between the current situation and the proposed plan is then explored And a result a recommended plan of action can be proposed to the school board
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
Student Worksheet
SCHOOL OUTDOOR LIGHTING AUDIT
You will be auditing the types of outdoor lights on one building at your school to determine how much energy those lights are using You will ultimately be making recommendations as to how your school might become more energy efficient by using a few different methods
The project is in four parts Data Gathering and Observation Plan a New Approach Compare the New Approach with the Current Situation Whatrsquos the Bottom Line Have fun as you start with Part 1hellip
Get Ready Set Go
PART 1 DATA GATHERING amp OBSERVATION Current Situation
Your teacher will place you into groups of three or four Each group picks a different building at your school to use in the lighting audit Make sure the building has more than a half dozen lights on the exterior
Measure the dimensions of the building and sketch it to scale on a piece
of graph paper Be sure to write the length and width on the sketch On your schematic of the building draw the location of the lights and
where you think the light will fall (eg on the ground) You can figure out where the light will fall by looking at the shielding (if any) and where the light is pointed
Take a picture of the fixture close enough to identify it later Identify the kind of shielding Match it to one of the pictures in the Figure
1 Identify the shape of the lamp Match it to one of the pictures in the figures
Come back at night as a group and confirm where the light falls for each
fixture Describe whether the area being illuminated is too much or too little for the task Describe if the light falls where needed or beyond where it is needed or if it is blocked by vegetation or another structure Also describe if there are overly bright or dark patches that hinder your ability to see what is around you
Record the color of the lamp (ex yellow orange-ish greenish-white
bluish whitehellip)
For every light that you see record the watts and lamp type by interviewing the buildings and grounds (facilities) staff Ask about whether the lights are on timers or on light sensors (dusk to dawn) or motion sensors If the lights are on timers then ask the staff what the approximate hours of operation are
Determine the number of hours per year that the outdoor building lights
are on (This is for all of the building lights on average)
Example For the purposes of illustrating how such a schedule might work take a hypothetical school week where the lights are on from 7 pm to 7 am Monday through Friday During school sessions the lights are on 12 hours a day for five days a week totaling 60 hours a week If your school has 10 weeks off during the summer a 2-week winter break a week off for spring break and a week off for holidays this would amount to 15 weeks a year The calculated ldquoon timesrdquo for most of the lights in this case would be as follows
(O x I) + (F x N) = Y
where O = the number of hours that the outdoor lights are on when school is in session
I= the number of weeks that the school is in session F = the number of hours the outdoor lights are on when school is not
in session N= the number of weeks that the school is not in session
AUDIT WORKSHEET
For every fixture with a particular lamp that has a particular wattage
calculate ___________ X ___________ X ___________ = ________________ of lamps wattage estimated hours power (Wbullh) used in a year of use in a year Add together the power used in a year for all the different lamps of
different wattages
Divide this yearly power in Watt-hours by 1000 to change the units to
kilowatt-hours You have determined how many kilowatt-hours or how much power has been consumed by the outdoor lights on your building
Find out from the district main office what the dollars per kilowatt-hour is
for the school This number or ration can be found on the monthly bill Do the math to determine roughly the current annual cost of operating
the outdoor lights around your building
_______________ X ___________________= dollars spent on outdoor of kilowatt-hours dollars per kilowatt-hour lights you calculated The amount of carbon dioxide greenhouse gas generated during
electricity production ranges from 14 lbs to 28 lbs per kilowatt-hour depending on whether or not the electricity is produced from coal nuclear power or hydropower Estimate the amount of greenhouse gas created when the electricity is made to power the outdoor lights around your building
______________ X 2 = __________________ of kilowatt-hours amount of greenhouse gas you calculated to power the outdoor lights Congratulations You have data that will help determine whether the lighting around your school building can be made more energy and cost effective hellip Saving the world one step at a time
DISCUSSIONS and PRESENTATIONS by Students Students discuss what they learned Start them on a discussion of the types of lighting For instance the different groups can compare the results from the different buildings audited the types of lamps and fixtures found the range of wattages how many out of all of the fixtures around the building were shielded what angles or directions were the fixtures pointed (straight up down at an angle of 45 degrees from the ground) what were the colors of the lamps In particular have the students describe the quality of lighting around the building Does the lamp and fixture light where needed How does your vision respond to a fixture that is unshielded versus shielded even though the light might fall only where it is needed (Talk about how it takes time for eyes to adjust) In terms of the calculations did the student groups have differences in the total kilowatt-hours or the cost per year or the amount of greenhouse gas and why What differences in the buildings might support the differences in the calculated results NEXT STEPS (Parts 2-4 to be written by C Walker et al) The next step will be an investigation into the appropriate lighting to replace (possibly) the existing fixtures and lamps The International Dark-Sky Association has been asked to help with the next steps which would include a lighting retrofit (or possibly a re-design) Lighting engineers first think about why you want to light an area where you want to light when you want to light how much you want to light and what kind of light you want to use (eg appropriate lamp for the task what color needed) A redesign might even change the entire configuration of where lights are placed etc Based upon the choices researched the students will then calculate the new energy expenditure similar to what was done in Part 1 The difference between the current situation and the proposed plan is then explored And a result a recommended plan of action can be proposed to the school board
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
For every light that you see record the watts and lamp type by interviewing the buildings and grounds (facilities) staff Ask about whether the lights are on timers or on light sensors (dusk to dawn) or motion sensors If the lights are on timers then ask the staff what the approximate hours of operation are
Determine the number of hours per year that the outdoor building lights
are on (This is for all of the building lights on average)
Example For the purposes of illustrating how such a schedule might work take a hypothetical school week where the lights are on from 7 pm to 7 am Monday through Friday During school sessions the lights are on 12 hours a day for five days a week totaling 60 hours a week If your school has 10 weeks off during the summer a 2-week winter break a week off for spring break and a week off for holidays this would amount to 15 weeks a year The calculated ldquoon timesrdquo for most of the lights in this case would be as follows
(O x I) + (F x N) = Y
where O = the number of hours that the outdoor lights are on when school is in session
I= the number of weeks that the school is in session F = the number of hours the outdoor lights are on when school is not
in session N= the number of weeks that the school is not in session
AUDIT WORKSHEET
For every fixture with a particular lamp that has a particular wattage
calculate ___________ X ___________ X ___________ = ________________ of lamps wattage estimated hours power (Wbullh) used in a year of use in a year Add together the power used in a year for all the different lamps of
different wattages
Divide this yearly power in Watt-hours by 1000 to change the units to
kilowatt-hours You have determined how many kilowatt-hours or how much power has been consumed by the outdoor lights on your building
Find out from the district main office what the dollars per kilowatt-hour is
for the school This number or ration can be found on the monthly bill Do the math to determine roughly the current annual cost of operating
the outdoor lights around your building
_______________ X ___________________= dollars spent on outdoor of kilowatt-hours dollars per kilowatt-hour lights you calculated The amount of carbon dioxide greenhouse gas generated during
electricity production ranges from 14 lbs to 28 lbs per kilowatt-hour depending on whether or not the electricity is produced from coal nuclear power or hydropower Estimate the amount of greenhouse gas created when the electricity is made to power the outdoor lights around your building
______________ X 2 = __________________ of kilowatt-hours amount of greenhouse gas you calculated to power the outdoor lights Congratulations You have data that will help determine whether the lighting around your school building can be made more energy and cost effective hellip Saving the world one step at a time
DISCUSSIONS and PRESENTATIONS by Students Students discuss what they learned Start them on a discussion of the types of lighting For instance the different groups can compare the results from the different buildings audited the types of lamps and fixtures found the range of wattages how many out of all of the fixtures around the building were shielded what angles or directions were the fixtures pointed (straight up down at an angle of 45 degrees from the ground) what were the colors of the lamps In particular have the students describe the quality of lighting around the building Does the lamp and fixture light where needed How does your vision respond to a fixture that is unshielded versus shielded even though the light might fall only where it is needed (Talk about how it takes time for eyes to adjust) In terms of the calculations did the student groups have differences in the total kilowatt-hours or the cost per year or the amount of greenhouse gas and why What differences in the buildings might support the differences in the calculated results NEXT STEPS (Parts 2-4 to be written by C Walker et al) The next step will be an investigation into the appropriate lighting to replace (possibly) the existing fixtures and lamps The International Dark-Sky Association has been asked to help with the next steps which would include a lighting retrofit (or possibly a re-design) Lighting engineers first think about why you want to light an area where you want to light when you want to light how much you want to light and what kind of light you want to use (eg appropriate lamp for the task what color needed) A redesign might even change the entire configuration of where lights are placed etc Based upon the choices researched the students will then calculate the new energy expenditure similar to what was done in Part 1 The difference between the current situation and the proposed plan is then explored And a result a recommended plan of action can be proposed to the school board
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
Divide this yearly power in Watt-hours by 1000 to change the units to
kilowatt-hours You have determined how many kilowatt-hours or how much power has been consumed by the outdoor lights on your building
Find out from the district main office what the dollars per kilowatt-hour is
for the school This number or ration can be found on the monthly bill Do the math to determine roughly the current annual cost of operating
the outdoor lights around your building
_______________ X ___________________= dollars spent on outdoor of kilowatt-hours dollars per kilowatt-hour lights you calculated The amount of carbon dioxide greenhouse gas generated during
electricity production ranges from 14 lbs to 28 lbs per kilowatt-hour depending on whether or not the electricity is produced from coal nuclear power or hydropower Estimate the amount of greenhouse gas created when the electricity is made to power the outdoor lights around your building
______________ X 2 = __________________ of kilowatt-hours amount of greenhouse gas you calculated to power the outdoor lights Congratulations You have data that will help determine whether the lighting around your school building can be made more energy and cost effective hellip Saving the world one step at a time
DISCUSSIONS and PRESENTATIONS by Students Students discuss what they learned Start them on a discussion of the types of lighting For instance the different groups can compare the results from the different buildings audited the types of lamps and fixtures found the range of wattages how many out of all of the fixtures around the building were shielded what angles or directions were the fixtures pointed (straight up down at an angle of 45 degrees from the ground) what were the colors of the lamps In particular have the students describe the quality of lighting around the building Does the lamp and fixture light where needed How does your vision respond to a fixture that is unshielded versus shielded even though the light might fall only where it is needed (Talk about how it takes time for eyes to adjust) In terms of the calculations did the student groups have differences in the total kilowatt-hours or the cost per year or the amount of greenhouse gas and why What differences in the buildings might support the differences in the calculated results NEXT STEPS (Parts 2-4 to be written by C Walker et al) The next step will be an investigation into the appropriate lighting to replace (possibly) the existing fixtures and lamps The International Dark-Sky Association has been asked to help with the next steps which would include a lighting retrofit (or possibly a re-design) Lighting engineers first think about why you want to light an area where you want to light when you want to light how much you want to light and what kind of light you want to use (eg appropriate lamp for the task what color needed) A redesign might even change the entire configuration of where lights are placed etc Based upon the choices researched the students will then calculate the new energy expenditure similar to what was done in Part 1 The difference between the current situation and the proposed plan is then explored And a result a recommended plan of action can be proposed to the school board
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
DISCUSSIONS and PRESENTATIONS by Students Students discuss what they learned Start them on a discussion of the types of lighting For instance the different groups can compare the results from the different buildings audited the types of lamps and fixtures found the range of wattages how many out of all of the fixtures around the building were shielded what angles or directions were the fixtures pointed (straight up down at an angle of 45 degrees from the ground) what were the colors of the lamps In particular have the students describe the quality of lighting around the building Does the lamp and fixture light where needed How does your vision respond to a fixture that is unshielded versus shielded even though the light might fall only where it is needed (Talk about how it takes time for eyes to adjust) In terms of the calculations did the student groups have differences in the total kilowatt-hours or the cost per year or the amount of greenhouse gas and why What differences in the buildings might support the differences in the calculated results NEXT STEPS (Parts 2-4 to be written by C Walker et al) The next step will be an investigation into the appropriate lighting to replace (possibly) the existing fixtures and lamps The International Dark-Sky Association has been asked to help with the next steps which would include a lighting retrofit (or possibly a re-design) Lighting engineers first think about why you want to light an area where you want to light when you want to light how much you want to light and what kind of light you want to use (eg appropriate lamp for the task what color needed) A redesign might even change the entire configuration of where lights are placed etc Based upon the choices researched the students will then calculate the new energy expenditure similar to what was done in Part 1 The difference between the current situation and the proposed plan is then explored And a result a recommended plan of action can be proposed to the school board
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
BACKGROUND MATERIALS Different Types of Fixtures and Lamps (Recommendation allow the students to explore without viewing the background materials first Use the tables and figures with the students when you feel it is needed)
TABLE 1 COLORS OF DIFFERENT LAMPS LAMP COLOR OF BULB Metal Halide bluish-white Mercury Vapor greenish-white Low Pressure Sodium yellowish High Pressure Sodium orange-ish
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
GOOD LIGHTING
bull Lamp is on a motion sensor so only on when needed bull Lamp is on a timer so not operating from dusk to dawn bull Lamp is fully shielded Fully shielded lighting puts light where itrsquos
needed amp minimizes glare and energy waste If your lamp is shielded you can lower the wattage of your bulb and save energy and cost
NOT-SO-GOOD LIGHTING FIXTURES
bull Fixtures that are unshielded are less desirable Light from an unshielded fixture is directed upward never to be used where needed on the ground Too much glare from the direct light of a lamp can create unsafe situations for drivers who do not see pedestrians for instance
TYPE OF LAMP Type of FIXTURE Fixture Illustration
Typical WATTAGE
(W) High Pressure Sodium (HPS)
wallpack USWPP USWPC
150
HPS wallpack USWPP USWPC
250
HPS shoebox with or without a drop lens
FSSB USSL
250
Mercury Vapor Cobra head with drop lens FSCO USCO
175
Halogen floodlight 150
Incandescent floodlight 150
Incandescent traditional light sometimes hanging
60
Incandescent globe USFL USAG
60 to 150
Fluorescent (eg T12) traditional lights FSFLT 60
Compact Fluorescent wallpack USWPP USWPC
11
Metal Halide Area lighting (poles in parking area)
FSSB FSLPS
250
TABLE 2
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
High Pressure Sodium Low Pressure Sodium
Fluorescent Compact Fluorescent
Mercury Vapor Incandescent
bull
Metal Halide Halogen
FIGURE 2 PICTURES OF TYPICAL DIFFERENT TYPES OF LAMPS
